EDUCATOR’S GUIDE Disney • HYPERION Ab t Bo 2. Brainstorm the following: What African and African American tales (fables or folktales) have you heard in the Tristan Strong is a seventh grader who is navigating the road to healing following several diffi cult life events. past? Describe the stories briefl y. Look at the table below. Did you mention any of the included characters First, he blames himself for the death of his best friend, Eddie. Then he disappoints his family by losing a during your brainstorm? If yes, note important adventures or character traits of each individual. Next, explain highly anticipated boxing match. When it seems like things can’t get any worse, he is sent to spend a month at why each individual is signifi cant to African or African American cultural beliefs/values. his grandparents’ farm in Alabama. During his fi rst night on the farm, a series of strange events occurs. To his (Reading Literature: Key Ideas and Details: RL.5.1, 6.1) surprise, someone tries to steal the only thing he has left of Eddie—a journal. Tristan chases the assailant and Folklore Character Descriptions Cultural Significance ends up in another universe fi lled with new friends and enemies. Following his arrival, Tristan strategizes a way to win a high-stakes war by enticing the trickster god Anansi. Can Tristan save his new friends and avoid more loss? Readers everywhere will appreciate the connections to familiar African and African American folklore, Tar-Baby adventures, and the character development of Tristan throughout the novel.
Brer Rabbit Co Co AlNt The novel Tristan Strong Punches a Hole in the Sky provides a great opportunity to apply complex literacy skills Brer Fox such as inferencing, deconstructing vocabulary, identifying author’s purpose, answering text-dependent questions, and making textual connections. This discussion guide provides suggestions aligned with the Common Core Kwaku Anansi State Standards (CCSS) for Reading: Literature, Writing, and Speaking and Listening. Each activity in this guide includes a reference for the CCSS strand, domain, and standard that is addressed. To support instruction or obtain additional information visit the Common Core State Standards (CCSS) website www.corestandards.org. John Henry • Instructional Note: During each of the activities, please encourage students to support their claims with evidence from the text and illustrations. Providing young learners with the opportunity to answer text- High John dependent questions is critical to success with Common Core State Standards (CCSS).
Nyame Ac In Ba Un Kn Ge Explore Important Connections Before Reading A. Select one character from the table above to research using text and online resources. Be sure to 1. Traditional fables typically have the following components, (�) they feature an animal with human explore the characteristics, problem, and resolution/moral throughout multiple stories about the character. characteristics (e.g., the ability to speak); (�) each character usually has one personality trait, such as being Summarize your fi ndings in one page and share with a small group. clever, that is evident throughout the story; (�) a problem or confl ict; (�) a resolution, moral, or lesson that (Writing: Research to Build and Present Knowledge, W.5.7, 6.7) others can learn. Think about familiar fables and consider whether the statements below are true or false. 3. Read the description of the novel, review chapter titles, and examine the adinkra symbols drawn at the Statement 1 Statement 2 Statement 3 Statement 4 beginning of each chapter. What are important events that you think will take place in this novel? What must you think about as you read a fi ctional text (e.g., story structure)? How is the strategy diff erent from reading Fables often refl ect the Heroes in fables The animals in fables Fables are beliefs/values of the individual always make are usually villains. often passed an informational text? who is telling the story. positive decisions. down as spoken stories. A. Think about an adventure novel that you have read in the past. How does this text seem similar to that TRUE OR FALSE TRUE OR FALSE TRUE OR FALSE TRUE OR FALSE text? How does this text seem diff erent? Explain the connection using details from your previous reading. (Reading Literature: Integration of Knowledge and Ideas, R.L. 5.9)
A. When you complete the novel, return to these statements and decide whether you still believe they are true or false. Discuss your initial responses and make changes as necessary based upon evidence from the novel. (Speaking and Listening: Comprehension and Collaboration, 5.1, 6.1)
2 3 An Io Gu Di Io q On 4. Describe the fi rst interaction between Gum Baby Monitoring Comprehension While Reading Explore the questions individually and in small and Tristan. What characteristics are evident groups while reading. As you read, use the notations below to monitor your understanding. Share your notations with a peer and/or about Gum Baby? Do you think Gum Baby is a friend or foe? Why? Use textual evidence in your adult to build discussion and meaningful inquiry questions while reading the novel. 1. When Tristan Strong fi rst talks about his name response. he states, “I hated that name. It made me appear Symbol Considerations to be something I’m not. My name should have 5. In Chapter �, should Tristan trust the shadow he been Tristan Coward, or Tristan Failure, or Tristan meets? Why or why not? How does he feel while • This part is confusing because . . . Fake. Maybe Tristan How-Could-You-Lose-Your- interacting with the shadow? What did his nana • What does the statement ______mean? First-Boxing Match” (p. �). Based upon this previously tell him about the Bottle Tree forest? ? • I don’t understand what sequence of event(s) just happened. statement, how does Tristan feel about himself? Why is this information important? Support your • I wonder . . . How does his family view him (i.e., his parents response with details from the novel. • What does the character mean when she/he says ______? and grandparents)? Support your response with 6. When Tristan fi rst arrives in the new world, textual evidence. Is there something about he asks a lot of questions, but his inquiries are • This is really important to understanding the plot of the story. yourself that you have disliked in the past? Why? quickly dismissed. Why isn’t anyone willing to • This character action helped me learn more about him/her. A. As you read, consider whether you believe this answer his questions? Support with evidence. • This is something important to remember about the character. statement is accurate? How does Tristan’s point How does the suspense in the chapter help the • This detail is important because . . . * of view about himself develop and/or change author develop the plot? • This is a really interesting detail that I would like to discuss. throughout the story? Which events cause the A. In Chapter �, what does Tristan learn about development and/or change? Provide examples. the origins of Alke? Why is this important to • I am surprised by this event. 2. Using details from the story, explain why the understand? Provide details in your response. • I was not expecting this character to . . . ! journal appears to be special. Which events B. In Chapter �, what does the author reveal • I am really surprised by the new information the author shared. throughout the car ride and at the farm suggest it about “folktale characters” in Alke? What is is supernatural? What does Tristan’s nana explain their role and purpose? How does this diff er • This information connects to something important in another chapter because . . . about the origins of the symbol on the journal? from Tristan’s previous understanding of the • This information connects to my life because . . . Why does Tristan seem to avoid the journal? characters? Cite evidence. ∞ • This information connects to another book because . . . How might the journal be connected to Tristan’s 7. In Chapter �, Brer Fox warns against speaking • This action connects to something I’ve seen on television. future adventure? Make a prediction using textual support. about the Maafa to prevent giving it strength (p. ��). Tristan refl ects about the following advice 3. During several moments in the book Tristan from his counselor: “we can’t hide from our affi rms that he is not “soft.” For example: “A fears. We have to be able to talk about them, or fl ashlight lay on top of the blankets next to me. else they’ll fester like poison, eating us from the Not that I’m scared of the dark, you get me, but inside.” Who do you think gave the better advice? in case I had to use the bathroom or get a drink Why? of water” (p. ��). Why do you think the author A. When the novel is complete, consider includes this information? How does it help us whether storytelling was a positive or negative understand Tristan? Are there moments you try infl uence throughout the novel. Explain whether to show others you are not “soft”? Why? Provide the stories are a source of strength or destruction an example. based upon the events.
4 5 8. How does Tristan respond when he meets John 13. Describe the sequence of events that occurs when 19. How do the individuals in the Ridge defend 22. Refl ect upon the events leading up to the Henry for the fi rst time in Chapter ��? Why? In Tristan arrives in the Golden Crescent. What themselves? Why are they leery of the visitors conclusion of the story. How does each character the novel, which diff erent versions of John Henry’s problems are they facing in the Golden Crescent? seeking their help? Who are the important transform from the beginning to the end of story are shared? Describe John Henry’s character Why is Nyame important to Tristan and his allies? decision makers in the Ridge? How does Tristan the story? Did you fi nd the ending of the story traits based upon his interactions with Tristan. Explain. convince the leaders of the Ridge to fi ght a surprising? Why or why not? What theme or A. common enemy? lesson does the author want the reader to learn Can you think of other fables or folktales with 14. How does Tristan earn the nickname A. from the novel? multiple versions, endings, or events? In your Bumbletongue at the beginning of the story? Describe Thandiwe, how might she be helpful A. opinion, why might multiple versions of the same Support with textual evidence. As the story to the team? How is she similar to both Ayanna If you could write an alternative ending to the fable or folktale exist? Provide an example. progresses, does it seem like a fi tting nickname? and Tristan? Support with evidence from the text. story, what would you make happen? Why? 9. As Tristan narrates the novel, he often talks about Why or why not? 20. Based upon Tristan’s explanation, why is High 23. Think about the main antagonists in the story, “grown-ups.” Based upon his perspective, how is 15. Nyame shares, “Alke is a land divided” (p. ���). John Eddie’s favorite folk hero? How does High Uncle C and the Maafa. How does each source he treated by adults? How does he view the Based upon events in the novel, why is the divide John both challenge and help Tristan? How does cause destruction in Alke? While in their adults in his life? For example, consider Tristan’s problematic? What are potential resolutions to High John explain the power of the story box? presence, how does each source make individuals refl ections in Chapter ��. Can you relate to this divide? Make a prediction. Can you think of A. When Tristan has to face his enemies, what feel? What is each antagonist’s goal? How are Tristan’s perspective of adults? Why or why not? ways that we are divided in our society? How does power does the story box provide? How does they similar and diff erent? Compare and contrast using evidence from the story in the Venn 10. When explaining the term “Anansesem” John division impact our society? Explain. Tristan attempt to tap into the strength of the diagram below. Henry shares, “A storyteller. But more than just A. As you read the novel, consider which story box? Explain using evidence. (Reading Literature: Key Ideas and Details: RL.5.3) words, more than once upon a time and the end. moments throughout the story suggest people 21. Although Eddie is deceased, he is a very important It’s about the entire experience, from the audience may be unifying. Be specifi c by providing character throughout the story. What key events Maafa Uncle C to the stage to the spectacle. There’s music, examples. occur that involve Eddie? For example, Chapter �: too, I reckon” (p. ���). What does this suggest 16. What is the defi nition of an adinkra? How does “The Paper Giant.” Why is Eddie an integral about storytelling in Alke? Why is an Anansesem the author intertwine adinkras throughout the character? How does he infl uence Tristan’s someone special? In your opinion, what makes a story? Which adinkras does Tristan collect? What development? good storytelling experience (e.g., imagine telling is the meaning of each symbol? How does each A. In the novel, what does it mean when Eddie someone about a really good movie)? symbol help Tristan during his journey? Cite states, “You’re talking to the wrong one” (p. ���, A. At the end of the novel, return to this question details from the novel. p. ���, p. ���)? How do each of these exchanges and add details to the characteristics of a good make Tristan feel? Why? 17. storyteller based upon Tristan’s adventure. In Chapter ��, how does Anansi’s lair refl ect his B. character traits? What does the team discover in In Chapter ��, Tristan states, “Well, all 11. How does Tristan use boxing throughout the Anansi’s lair? Why is this information important? memories serve a purpose. . . . What are memories novel? How do John Henry and Tristan connect Do you think Tristan’s plan should include Anansi? except stories we tell ourselves, right?” (p. ���). Standards Aligned to Discussion Questions while talking about boxing? What gift does John Why or why not? Support with textual evidence. Do you agree or disagree with this statement? Henry give to Tristan? How might the gift help Why? Based upon Tristan’s memory and Reading Literature: Key Ideas and Details: 18. him during his journey? Explain with evidence. During several parts of the story, Tristan states, description of the bus accident, do you think he is RL.5.1, 5.2, 5.3, 6.1, 6.2, 6.3 “Strongs keep punching.” What does this phrase to blame for Eddie’s death? Why or why not? 12. Reading Literature: Craft and Structure: In Chapter ��, Tristan admits, “I don’t want to mean? When does he tend to use these words? C. In Chapter ��, describe the reunion between RL.5.4, 5.5, 6.4, 6.5, 6.6 go because I’m afraid” (p. ���). How does this How does it help him navigate diff erent situations? acknowledgment diff er from his communications Tristan and Eddie. What occurs? Why is this Reading Literature: Integration of Knowledge and Ideas: A. Is there something that you say to encourage RL.5.9 in previous chapters? Do you think admitting his moment important? What new details does the yourself in challenging situations? If not, what fear makes his “soft”? Why or why not? reader learn about their friendship? Support with phrase could you adopt? Provide an example. evidence.
6 7 POST-READING ACTIVITIES 2. Art Connection: Readers traveled to many diff erent locations in Alke with Tristan Strong based upon the Creative Projects and Writing Extensions rich descriptions provided by the author. Create a map of the diff erent places that Tristan visited using detailed images and accurate map lines to show the separation between locations. Present your map to peers 1. Small Group Discussion: Prior to the discussion, prepare notes citing textual evidence and relevant and explain the signifi cance of each place in the novel. questions to pose to the group using the guiding questions in parts A–E. (Speaking and Listening: Presentation of Knowledge and Ideas: SL. 5.5, 6.5) (Speaking and Listening: Comprehension and Collaboration: SL. 5.1, 6.1) A. How do the characters in the novel compare to their original fable or folktale adventures, actions, character traits, and attributes? B. How did the author make connections to previous tales? C. In the novel, which interactions between characters suggest a previous history within stories? For example, Nyame and High John, Nyame and Anansi, Gum Baby and Mmoatia, etc. D. How did the author change the fable and folktale characters in the novel? How did those adjustments enhance Tristan’s adventure? E. Choose one character to compare and contrast between the original tales and the new depiction in Tristan Strong using the graphic organizer below.
Compare and Contrast a Fable or Folktale Character Character Traits, Actions, Problems/Solutions
Original Depiction in Fable or Folktale Tristan Strong Depiction
3. Creative Writing: As readers learn throughout the novel, fables and folktales are often viewed as an important fabric that ties a culture and community together. Create your own fable using the steps below. (Writing: Text Types and Purposes: W.5.3, 6.3) A. Brainstorm fable ideas based on familiar tales and events in the novel. Then group similar ideas together and select your favorite idea. Similarities in Both B. List the character traits of the main character in your fable and the events that will make those traits evident. C. Draft your fable by making clear connections to the setting, character descriptions, problem, and solution with a moral. D. Allow a peer to read over your fable and make suggestions. E. Revise the fable based upon suggestions and add meaningful illustrations to the story.
4. Current Events: In the story, we learn that Alke is a divided world, which proves to be problematic throughout Tristan’s journey. With a partner, research a current event that shows a division between two communities, countries, cities, etc. If confl ict exists, discuss resolutions that might bridge the divides and/ or resolve the existing issues. In a written summary, describe the existing division, the impact of the division, aligned solutions, and cite your sources. (Writing: Research to Build and Present Ideas: W.5.8, 6.8)
8 9 Ab t Au Q: Tristan experiences great loss through his best friend, Eddie. Why do you think it is important for Kwame Mbalia (kwamembalia.com) is a part-time pharmaceutical readers to explore the theme of loss and healing through Tristan’s life events? calibration tech, part-time writer, and full-time dad. Tristan Strong A: Because it’s a part of life. There are ups and downs, and we have to understand that we can grieve and Punches a Hole in the Sky is his debut novel. He lives in Raleigh, North mourn the loss of someone, while at the same time be happy and thankful for the time we spent with Carolina, where he is working on another book about these characters. them. This is all a part of being human and it’s okay. Follow him on Twitter @KSekouM.
Q: What do you want readers to learn as they explore your novel? How can they apply this lesson in their own lives?
A: I want to pass on the stories that were passed to me. I want to develop a new group of Anansesem to carry the stories of the trickster and his friends, of John Henry, of High John the Conqueror, of Brer Rabbit . . . all of them. Create new ones. Share them. Pass on a story to someone and let it come back to Q&A w Kw Mb you a little diff erent so that we all become richer for it. Q: At the beginning of the novel, you write, “For the stories untold and the children who will tell them.” Can you explain why that statement is meaningful to you personally and within the novel? Q: What did you enjoy most about writing this novel? Why?
A: This statement refers to the missing stories of the world, the ones forgotten or skipped over or just plain A: I enjoyed the research. I read so many wonderful folktales and fables from around country, and who ignored. You’d be surprised how many of those exist in the corners of society. But children will fi nd them knows . . . maybe a few new ones will pop up in the sequel. . . . no matter how deeply they’re hidden, because children are good at looking for things adults have conveniently forgotten.
Q: While you were growing up, who told you fables and folktales? Which story was your favorite? Why?
A: We used to get tucked in and our parents would put on a cassette tape of Anansi tales, and the exploits of the trickster would carry us off to sleep. I’ve always been partial to the story of how Anansi won the sky god’s stories, as it is Anansi at his fi nest.
Q: How did you select which fable and folktale characters to tie into your novel? Was it a diffi cult decision?
A: Ha! I tried to stuff them all in there. Have you seen the size of that book? Sweet peaches, that thing is huge.
Q: Who was your inspiration for Tristan’s character? How do you see him evolving in future novels?
A: Believe it or not, a lot of Tristan’s personality was based on my oldest daughter. She’s entering middle school in the fall, and at the time of me writing the book, she’d lost her grandfather. Coping with loss and grief while undergoing personal change is a monumental task, and I’m proud of both her and Tristan. And in the future, we’ll see how both will handle the roles they’ve taken on at this new stage of life. But if my daughter suddenly acquires a tiny, sticky loudmouth as a companion, I’m calling for help.
10 11 This guide was written by Dawn Jacobs Martin, PhD, an assistant clinical professor at the University of Maryland, College Park. She has spent her career supporting students with disabilities through various roles as a practitioner, researcher, special education director, and teacher educator. She continues to improve the academic outcomes for students with disabilities through teacher development, instructional design, and research in the areas of literacy intervention, social support, and parent involvement. Feel free to contact her with questions at jacobsdm�@gmail.com.
Many more guides can be found on the Disney • Hyperion website at www.DisneyBooks.com.
TRISTAN STRONG PUNCHES A HOLE IN THE SKY
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